This study explored the experiences of multiracial and multiethnic students at a Central Valley University in California, aiming to understand their engagement opportunities and support-seeking behaviors on campus. Employing a narrative inquiry approach, qualitative data were collected through semi-structured interviews, complemented by digital photographs of places where students felt most connected on campus. Thematic analysis revealed common themes in the participants' stories, shedding light on potential support gaps. Guided by Astin's theoretical framing of student involvement and shared equity leadership, this research contributed to the understanding of student engagement and inclusivity. By illuminating the unique experiences of this growing student population, this study advocated for more responsive and inclusive higher education practices to foster student success and well-being. Implications and recommendations from this study included changes in the reporting of race and ethnicity, the creation and development of multiracial spaces and programs on campuses, and increased training on the presence and experiences of multiracial students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]